In the setting of TCFL, this dissertation is an exploration of the dynamic development of individual differences and the learning and instruction environment. Major research studies done on motivation and learning strategies are reviewed. The motivation research in foreign language learning is introduced from three different perspectives in foreign language education: the social psychological perspective, the cognitive perspective and the dynamic perspective. The results from two research studies are presented. The first one is a replicated study of the adapted AMTB describing the motivation constructs of two groups of learners in different learning contexts. In the second study, a newly compiled combinational model consisting key factors in the motivation construct is introduced and findings at three different learning levels are discussed. The results indicate how the ACTFL 5C Standards reflect goals and expectations held by the groups of students learning Chinese at the postsecondary level. Pedagogical implications for the administrative level and the instructional level are discussed. Suggestions are made to facilitate Chinese language instructors to tailor their instruction to meet students' needs in their classrooms and assist Chinese program coordinators to develop their curriculum and implement effective pedagogical methods. In the end, projects and methods used in real language classrooms are presented as a reference for Chinese teachers and provide them with resources in both doing research and teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]